In this two-part study, we conducted both cross-sectional and longitudinal investigations on the relative weights of experiential, cognitive, and sociopsychological factors in adult L2 speech learning. In the cross-sectional phase (Study 1), speech was elicited from 73 Japanese speakers of English via a picture description task, and rated for accentedness and comprehensibility. These scores were linked to scores on a range of tests designed to measure aptitude, motivation, and anxiety. The results showed that comprehensibility was exclusively linked to experiential variables (e.g., the amount of L2 use outside classrooms), while accentedness was linked to phonemic coding ability and anxiety. In the longitudinal phase (Study 2), we tracked the same participants' L2 comprehensibility and accentedness development when they received four weeks of explicit pronunciation instruction. According to the results of pre- and post-tests, participants significantly improved the comprehensibility and accentedness of their speech regardless of cognitive and sociopsychological differences.

在这项由两部分组成的研究中，我们对成人第二语言学习中经验、认知和社会心理学因素的相对权重进行了横断面和纵向调查。在横断面阶段（研究 1），通过图片描述任务引出了 73 名日本人的英语演讲，并对口音和可理解性进行了评级。这些分数与一系列旨在衡量能力、动机和焦虑的测试的分数相关。结果表明，可理解性完全与经验变量（例如，课堂外使用第二语言的数量）相关，而口音则与音素编码能力和焦虑相关。在纵向阶段（研究 2），我们跟踪了相同的参与者在接受四个星期的明确发音指导后的第二语言理解能力和口音发展情况。根据前后测试的结果，无论认知和社会心理差异如何，参与者都显着提高了言语的可理解性和口音。